Examination of the Effects of Self-Modeling on Autobiographical Memory

Margiano, Suzanne G.; Kehle, Thomas J.; Bray, Melissa A.; Nastasi, Bonnie K.; DeWees, Kayla

doi:10.1177/0829573509343096

Cited by 10 publications

(13 citation statements)

References 33 publications

(46 reference statements)

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“…Holding to the orientation of learning from the past, Thomas Kehle and Melissa Bray have proposed that VSM with children may be mediated by “modifying their autobiographied memories of their dysfunctional behaviors” (Margiano, Kehle, Bray, Nastasi, & DeWees, 2009, p. 203). Whereas their studies provide evidence for some changes to some memories post‐VSM (insufficient to be sure of mediating behavior change), aspects of the data and design are unclear.…”

Section: Self Model Theory: Learning From the Futurementioning

confidence: 99%

“…(It is unclear what the “maladaptive” and “adaptive” behaviors were.) The descriptions of memory data, derived from audiorecorded pre‐post interviews, are very difficult to follow, but appear to depend on student ratings to provide subjective qualities such as “emotional intensity,” which are claimed to vary in a way “typical of true and false memories” (Margiano et al, 2009, p. 214).…”

Section: Self Model Theory: Learning From the Futurementioning

confidence: 99%

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Self modeling: Expanding the theories of learning

Dowrick

2011

Psychology in the Schools

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Self modeling (SM) offers a unique expansion of learning theory. For several decades, a steady trickle of empirical studies has reported consistent evidence for the efficacy of SM as a procedure for positive behavior change across physical, social, educational, and diagnostic variations. SM became accepted as an extreme case of model similarity; improved self-efficacy became a frequent "explanation" of how it worked. Recently, however, the mounting evidence for ultra-rapid behavior change (particularly in feedforward versions of video SM) and incomplete satisfaction with explanatory models of observational learning in general suggested a rethinking of underlying theory. The most rapid learning by humans can be achieved by mental simulations of future events, based on reconfigured preexisting component skills. These reconsiderations of learning from the future, emphasizing learning from oneself, have coincided with developments in neurocognitive theories of mirror neurons and mental time travel. A reexamination of principles not tied to any medium show SM not to be a special case but to be the most fundamental form of observational learning. In the meantime, commercial technology has advanced in ways that are putting more of this self-determining behavior change into younger and younger hands and minds. C 2011 Wiley Periodicals, Inc.Better to be drawn by images of the future than driven by ghosts of the past.

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Section: Self Model Theory: Learning From the Futurementioning

confidence: 99%

Section: Self Model Theory: Learning From the Futurementioning

confidence: 99%

Self modeling: Expanding the theories of learning

Dowrick

2011

Psychology in the Schools

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“…Another qualitative approach appears to take the field in the wrong direction, on the hypothesis that self modeling works by creating false memories 82. Their data are mixed and their questionnaires unconvincing.…”

Section: Future Researchmentioning

confidence: 99%

Self model theory: learning from the future

Dowrick

2011

WIRES Cognitive Science

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This paper synthesizes findings and theoretical propositions across behavioral, cognitive, and neuropsychological theories, with significant new conceptualizations bearing upon processes of learning and performance. There is a need to explain ultrarapid learning within the framework of cognitive science. In video self modeling and in challenging circumstances, the speed of behavior change appears to be derived from feedforward, in which component behaviors (in the repertoire) are reconfigured to produce a new skill or level of performance. It is argued that 'self modeling' is fundamental to learning, and peer/other modeling serves as an alternative. Learning in this way produces a cognitive self-simulation which can be accessed to trigger a behavioral response in a future context. Related neurological processes are indicated by 'mental time travel' (MTT) and specific brain activity during the imagination (simulation) of future personal events. There is evidence that some brain mechanisms (mirror neurons), involved in immediate imitation, are differentially responsive to images of self versus other. MTT (to future events) in cognitive neuroscience has so far been discussed only in terms of prediction and planning not behavior change. These issues are brought together by self model theory. Conclusions drawn in this paper include discussions of the value in 'learning from the future' as a ubiquitous human ability. Overall, the propositions of this theory should stimulate diverse future research, linking neurological and behavioral contributions to cognitive science. WIREs Cogn Sci 2012, 3:215-230. doi: 10.1002/wcs.1156 For further resources related to this article, please visit the WIREs website.

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“…Finally, the reasons that self‐modeling works have been debated. It may be due to modeling factors (Bandura, 1986), alteration of memories (Margiano, Kehle, Bray, Nastasi, & DeWees, 2009), or learning factors. Nonetheless, it is effective in many cases and certainly should be considered as a front‐line treatment for a myriad of disorders, both psychological and physical.…”

mentioning

confidence: 99%